Contributions of Racial and Sociobehavioral Homophily to Friendship Stability and Quality Among Same-Race and Cross-Race Friends

McDonald, Kristina L.; Dashiell-Aje, Ebony; Menzer, Melissa M.; Rubin, Kenneth H.; Oh, Wonjung; Bowker, Julie C.

doi:10.1177/0272431612472259

Cited by 70 publications

(19 citation statements)

References 54 publications

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“…Children with TBI and their best friends perceived their relationships as similar in supportiveness and satisfaction. Friendship quality reports from only one member of the dyad could conceivably provide an over- or underestimate of the quality of the dyadic relationship (McDonald et al, 2013). The discrepancies related to friendship support and satisfaction between the OI children and their best friends may help explain why this group had the lowest ratings of friendship satisfaction.…”

Section: Discussionmentioning

confidence: 99%

Friendship Quality and Psychosocial Outcomes among Children with Traumatic Brain Injury

Heverly-Fitt

Wimsatt

Menzer

et al. 2014

J Int Neuropsychol Soc

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This study examined differences in friendship quality between children with traumatic brain injury (TBI) and orthopedic injury (OI) and behavioral outcomes for children from both groups. Participants were 41 children with TBI and 43 children with OI (M age = 10.4). Data were collected using peer- and teacher-reported measures of participants’ social adjustment and parent-reported measures of children’s post-injury behaviors. Participants and their mutually nominated best friends also completed a measure of the quality of their friendships. Children with TBI reported significantly more support and satisfaction in their friendships than children with OI. Children with TBI and their mutual best friend were more similar in their reports of friendship quality compared to children with OI and their mutual best friends. Additionally, for children with TBI who were rejected by peers, friendship support buffered against maladaptive psychosocial outcomes, and predicted skills related to social competence. Friendship satisfaction was related to higher teacher ratings of social skills for the TBI group only. Positive and supportive friendships play an important role for children with TBI, especially for those not accepted by peers. Such friendships may protect children with TBI who are rejected against maladaptive psychosocial outcomes, and promote skills related to social competence.

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Section: Discussionmentioning

confidence: 99%

Friendship Quality and Psychosocial Outcomes among Children with Traumatic Brain Injury

Heverly-Fitt

Wimsatt

Menzer

et al. 2014

J Int Neuropsychol Soc

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“…Put another way, despite opportunities for contact, children chose to selfsegregate. Cross-race friendships have been shown to be relatively uncommon (Aboud & Sankar, 2007;McDonald et al, 2013;Wilson, Rodkin, & Ryan, 2014), are less durable, and decline with age (Aboud et al, 2003). Nonetheless, it appears that if a cross-race friendship survives beyond the early stages, it is likely to be of similar quality to a same-race friendship (Bagci et al, 2014).…”

Section: Limitations Of the Traditional Contact Approachmentioning

confidence: 99%

Confidence in Contact: A New Perspective on Promoting Cross‐Group Friendship Among Children and Adolescents

Turner

Cameron

2016

Social Issues Policy Review

211

210

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Intergroup contact theory proposes that positive interactions between members of different social groups can improve intergroup relations. Contact should be especially effective in schools, where opportunities may exist to engage cooperatively with peers from different backgrounds and develop cross-group friendships. In turn, these friendships have numerous benefits for intergroup relations. However, there is evidence that children do not always engage in cross-group friendships, often choosing to spend time with same-group peers, even in diverse settings. We argue that in order to capitalize on the potential impact of contact in schools for promoting harmonious intergroup relations, a new model is needed that places confidence in contact at its heart. We present an empirically driven theoretical model of intergroup contact that outlines the conditions that help to make young people "contact ready,ˮ preparing them for successful, sustained intergroup relationships by giving them the confidence that they can engage in contact successfully. After evaluating the traditional approach to intergroup contact in schools, we present our theoretical model which outlines predictors of cross-group friendships that enhance confidence in and readiness for contact. We then discuss theory-driven, empirically tested interventions that could potentially promote confidence in contact. Finally, we make specific recommendations

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“…For example, research is inconclusive on whether cross‐race friends are of the same quality (e.g., supportive, validating, enduring) as same‐race friendships (see review in Graham & Kogachi, in press). However, this research suggests that if cross‐race friendships can survive the first few fragile months, they may last just as long as same‐race friendships, especially if they are based on socially meaningful dimensions of homophily (McDonald et al., ). A question for future research is whether transitivity resulting from mutual friendships with biracial peers can help buffer the early challenges of friendships among their cross‐race peers.…”

Section: Discussionmentioning

confidence: 93%

Meeting in the Middle: The Role of Mutual Biracial Friends in Cross‐Race Friendships

Echols

Graham

2018

Child Development

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Social network analysis was used to examine the role of having a mutual biracial friend on cross‐race friendship nominations among monoracial sixth‐grade students (Mage = 10.56 years) in two racially diverse middle schools (n = 385; n = 351). Monoracial youth were most likely to choose same‐race peers as friends but more likely to choose biracial than different‐race peers as friends, suggesting that racial homophily may operate in an incremental way to influence friendships. Monoracial different‐race youth were also more likely to be friends if they had a mutual biracial friend. The findings shed light on the unique role that biracial youth play in diverse friendship networks. Implications for including biracial youth in studies of cross‐race friendship are discussed.

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Contributions of Racial and Sociobehavioral Homophily to Friendship Stability and Quality Among Same-Race and Cross-Race Friends

Cited by 70 publications

References 54 publications

Friendship Quality and Psychosocial Outcomes among Children with Traumatic Brain Injury

Friendship Quality and Psychosocial Outcomes among Children with Traumatic Brain Injury

Confidence in Contact: A New Perspective on Promoting Cross‐Group Friendship Among Children and Adolescents

Meeting in the Middle: The Role of Mutual Biracial Friends in Cross‐Race Friendships

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